Showing papers in "Journal of Social Work Education in 2018"
TL;DR: An MSW program’s implementation of teaching self-care as a core practice skill is described, a result of increased student exhaustion affecting academic performance and professional preparedness, and the ethical imperative to address this phenomenon.
Abstract: Educating for human rights and justice requires attention to the well-being of those being prepared to pursue these aims. This article describes an MSW program’s implementation of teaching self-care as a core practice skill. This curricular innovation stems from the increasing literature documenting the deleterious effects of burnout in professional helping and the need to address this concern in educational curricula. Further, this curricular change is a result of increased student exhaustion affecting academic performance and professional preparedness, and the ethical imperative to address this phenomenon. We describe specific components, strategies, and assignments in the curriculum as well as assessment of the curricular innovation. This curricular example is readily adaptable for other programs.
51 citations
TL;DR: In this article, a qualitative study examined the educational and practice experiences of newly trained social workers and how those experiences influenced the use of EBP and empirically supported interventions/treatments in the field.
Abstract: The aim of this study was to evaluate how CSWE’s 2008 shift placing more emphasis on research have affected newly trained social workers’ use of evidence-based practice (EBP). This qualitative study examined the educational and practice experiences of newly trained social workers and how those experiences influence the use of EBP and empirically supported interventions/treatments in the field. Thirteen newly graduated social workers were interviewed using a semi-structured interview. Twenty-three codes emerged from the interviews, with the most prominent theme being a sense of overall confusion about EBP. Other themes included lack of educational preparation, lack of agency resources, and prohibitive agency culture. Implications for social work education and practice are discussed.
29 citations
TL;DR: This paper found that students most valued regular supervision, constructive feedback, observing social workers, and thinking critically about the social work role for developing practice competence and professional social work identity in social work placements.
Abstract: Practice learning is integral to the curriculum for qualifying social work students. Accreditation standards require regular student supervision and exposure to specific learning activities. Most agencies offer high-quality placements, but organizational cutbacks may affect supervision and restrict the development of competence and professional identity. Undergraduate social work students in Northern Ireland universities (n=396) were surveyed about the usefulness of the learning activities they received on placement for developing practice competence and professional social work identity. Results suggest that students most valued regular supervision, constructive feedback, observing social workers, and thinking critically about the social work role. Differences were reported across placements with students feeling disadvantaged in agencies where there was no clear social work role.
26 citations
TL;DR: Although burnout is a known risk for practitioners, some social work students may experience burnout in the classroom as a result of role conflict from balancing academics with employment,.
Abstract: Although burnout is a known risk for practitioners, some social work students may experience burnout in the classroom as a result of role conflict from balancing academics with employment. ...
23 citations
TL;DR: In this article, a teaching note reviews two simulation tools educators may consider using for social work students to practice clinical skills in online environments, such as virtual reality and simulation games, using simulation tools.
Abstract: Technology-based simulations provide vehicles for social work students to practice clinical skills in online environments. This teaching note reviews 2 simulation tools educators may consider imple...
23 citations
TL;DR: This paper described the assessment of accredited or in-candidacy master of social work programs' inclusion of a course on religion and spirituality (RS) in the United States In June 2016, of th
Abstract: This article describes the assessment of accredited or in-candidacy master of social work programs’ inclusion of a course on religion and spirituality (RS) in the United States In June 2016, of th
21 citations
TL;DR: The prevailing assumption in social work practice and education is that one engages in either micro or macro inter... as discussed by the authors, is that clinical or micro intervention predominates in Social work education and practice.
Abstract: Clinical or micro intervention predominates in social work education and practice. The prevailing assumption in social work practice and education is that one engages in either micro or macro inter...
19 citations
TL;DR: This article explored the experiences of social work students with disabilities in field education, and used semistructured interviews to explore inclusion and inclusion in social work programs, and found that participants with disabilities were more likely to experience discrimination than non-abilities.
Abstract: The purpose of this study was to explore the experiences of social work students with disabilities in field education. This qualitative inquiry used semistructured interviews exploring inclusion an...
19 citations
TL;DR: In this article, a discussion of power and privilege, privilege, oppression, and structural inequities in classrooms can produce complex understanding and critical analysis when facilitated effectively, but it is difficult to do so in practice.
Abstract: Discussions of power and privilege, oppression, and structural inequities in classrooms can produce complex understanding and critical analysis when facilitated effectively. In this article we pres...
16 citations
TL;DR: Social Work Serial as discussed by the authors is a pedagogical project that used video-recorded simulated client sessions as an alternative to live simulation, which has gained empirical support as an effective teaching and assessment method in social work education.
Abstract: Simulation, the use of trained actors as simulated clients, has gained empirical support as an effective teaching and assessment method in social work education. The associated costs involving the use of live simulation, however, often pose a barrier and prevent less resourced schools from implementing this pedagogical approach in the classroom. Social Work Serial is a pedagogical project that used video-recorded simulated client sessions as an alternative to live simulation. In this teaching note, we will describe step-by-step production and implementation processes involving the project and discuss the implications of video-based simulation for social work education.
15 citations
TL;DR: In this paper, a social work group practice class that used simulated clients and the evaluation of the pedagogy using a mixed-methods design was presented. And the results of this exploratory pilot study suggest that this approach allowed students to learn to manage emotional responses, promoted student insights, and provided opportunities to challenge student assumptions.
Abstract: Social work students need to develop practice skills with racially and ethnically diverse clients. Previous research has found benefits to using individual simulated clients, and working with a group would not only provide facilitation opportunities, it could also increase students’ exposure to diversity. This article presents a social work group practice class that used simulated clients and the evaluation of the pedagogy using a mixed-methods design. Students’ scores on the Diversity and Oppression Scale significantly improved from pretest to posttest. Focus groups clarified the impact. The results of this exploratory pilot study suggest that this approach allowed students to learn to manage emotional responses, promoted student insights, and provided opportunities to challenge student assumptions.
TL;DR: This article used grounded theory methods to thematically analyze data from student participants (N=30) on their thoughts and reactions during a 2 1/2-day Undoing Racism workshop sponsored by the People's Institute for Survival and Beyond.
Abstract: The importance of addressing implications of racism has reached a critical point at colleges and universities across the United States, and schools of social work are no exception. This study uses grounded theory methods to thematically analyze data from student participants (N=30) on their thoughts and reactions during a 2 1/2-day Undoing Racism workshop sponsored by the People’s Institute for Survival and Beyond. Qualitative data were collected to answer the research question, How do students experience an intensive Undoing Racism workshop, and what are the implications for integrating antiracism into social work education? Findings imply that workshop-based learning may be more effective than solely using course content to teach antiracism material and also indicate the importance of activity-based learning, as well as an emphasis on developing concrete strategies to combat racism.
TL;DR: More than a decade ago, a national survey of social work faculty suggested that although the majority (73%) were favorable toward the evidence-based practice (EBP) movement, a collective definition of EBP was not defined.
Abstract: More than a decade ago, a national survey of social work faculty suggested that although the majority (73%) were favorable toward the evidence-based practice (EBP) movement, a collective definition...
TL;DR: This paper used an exploratory qualitatively validated approach to evaluate the suitability of field education in China, and found that the adaptation cannot address all educational and professional training needs in China.
Abstract: MSW field education in China has been adopting Western models. However, this adaptation cannot address all educational and professional training needs in China. This study used an exploratory quali...
TL;DR: In this paper, the authors explore social work students' perceptions of self-care and create a database for supporting changes in social work education, and find that self care is a strategy for addressing potentially negative impacts of the profession.
Abstract: For students new to social work, self-care is a strategy for addressing potentially negative impacts of the profession. Curiously, however, participation in a university’s self-care program has been chronically low. The purpose of this study is to explore social work students’ perceptions of self-care and to create a database for supporting changes in social work education. Qualitative data were collected via an online survey from MSW students. The findings revealed 5 categories for student perceptions of self-care, including health, time, activities, balance, and professionalism, and 3 categories for self-care and the social work program, including academic program experiences, resources, and modeling. Implications of the study in developing and tailoring a self-care program to students in MSW programs are discussed.
TL;DR: In this article, a model for using evidence in social work practice is proposed, which rests on a foundation of competence in the common factors of helping relationships, integrating the use of evidenced-informed resources in executing a treatment plan created through a modified evidence-based practice process.
Abstract: Social workers have an ethical obligation to the consumers and communities they serve to draw on practice-relevant research evidence in planning and executing interventions. A model for using evidence in social work practice is proposed, which rests on a foundation of competence in the common factors of helping relationships. The model integrates the use of evidenced-informed resources in executing a treatment plan created through a modified evidence-based practice process. This practice framework is presented, followed by a discussion of how relevant training can be incorporated into generalist and specialist educational curricula while fulfilling requirements of the Council on Social Work Education accreditation standards.
TL;DR: In this paper, the authors compared the effectiveness of online human diversity courses to face-to-face instruction and found that the online students showed an increase in their awareness of diversity and oppression issues with little to no significant difference between the two groups.
Abstract: This study expands the literature of online human diversity courses in social work by comparing the effectiveness of these courses to face-to-face instruction. To measure effectiveness, pre- and posttests were completed by 117 students. The instrument used measured awareness of and ability to recognize cultural diversity and oppression and the level of belief that our society is just. The findings suggest that online and face-to-face students showed an increase in their awareness of diversity and oppression issues with little to no significant difference between the two groups. Although not statistically significant, the online students’ belief in a just world decreased, whereas their face-to-face counterparts showed an increase, which was an unexpected finding. Implications for online social work classes are discussed.
TL;DR: In this article, the authors argue that "providing effective services to clients with increasingly severe challenges in an era of fiscal constraints calls for schools of social work to assume greater responsibility for preparing i...
Abstract: Providing effective services to clients with increasingly severe challenges in an era of fiscal constraints calls for schools of social work to assume greater responsibility for preparing i...
TL;DR: The authors used the California Evidence-Based Clearinghouse for Child Welfare (CEBC) as a tool to teach social work students how to access, analyze and interpret current research related to child welfare practice and help them apply their understanding of evidence-based practice to their work in the field.
Abstract: Using practical examples from a child welfare research capstone class, this article discusses how the California Evidence-Based Clearinghouse for Child Welfare (CEBC) can be used as a tool to teach social work students how to access, analyze, and interpret current research related to child welfare practice and help them apply their understanding of evidence-based practice to their work in the field. We showcase CEBC’s selection and implementation materials, including a framework for implementation, to help students learn how to apply research-supported interventions to real-world situations in child welfare or other family-serving organizations. We hope that by providing such an illustration, social work educators can apply the CEBC in their teachings on research-supported interventions.
TL;DR: In this paper, the authors investigated strategies used for recruiting and retaining MSW students of color in the United States (N=74) and found that most schools had student populations exceeding 25%.
Abstract: Social work programs in the United States (N=74) were investigated to determine strategies used for recruiting and retaining MSW students of color. Most schools had student populations exceeding 25...
TL;DR: Although the human rights philosophy has relevance for many segments of the social work curriculum, the latest version of accreditation standards only includes a few behaviors specific to human rig... as mentioned in this paper.
Abstract: Although the human rights philosophy has relevance for many segments of the social work curriculum, the latest version of accreditation standards only includes a few behaviors specific to human rig...
TL;DR: This article looked at how macro social work practice co-existed with field education and macro practice in social work education, and found that field education is central educational domains in Social Work education.
Abstract: Field education and macro practice have been highlighted as central educational domains in social work education; however, little scholarship has looked at how macro social work practice co...
TL;DR: In this paper, the authors highlight the importance of creating cultures of inquiry in which participants are encouraged to use active open-minded thinking to critically appraise claims, gathering and collating vital questions that arise, involving clients as informed participants, and increasing transparency of what is done to what effect.
Abstract: Values, knowledge, and skills integral to the process of evidence-based practice have much to offer efforts to implement evidence-based practices including recognizing ignorance as well as knowledge and identifying the need for deviations from mandated programs because of individual variations in client circumstances and differences, including cultural differences. Other contributions include highlighting the importance of creating cultures of inquiry in which participants are encouraged to use active open-minded thinking to critically appraise claims, gathering and collating vital questions that arise, involving clients as informed participants, and increasing transparency of what is done to what effect.
TL;DR: In this article, the use of the Objective Structured Clinical Examinative (OSCE) was discussed in the field of social work, with a focus on competency-based education.
Abstract: Within the last decade, there has been a significant shift in the field of social work toward competency-based education. This article details the use of the Objective Structured Clinical Examinati...
TL;DR: In this paper, the authors study the relationship among factors affecting social workers' overall readiness to respond to intimate partner violence (IPV) in a sample of recent MSW graduates (N = 205).
Abstract: The purpose of this study is to better understand the relationship among factors affecting social workers’ overall readiness to respond to intimate partner violence (IPV) in a sample of recent MSW graduates (N = 205). Findings suggest MSW IPV education and postgraduate IPV training are significantly associated with perceived preparedness and perceived knowledge but not actual knowledge of IPV. Personal experience with IPV was also significantly associated with perceived knowledge but not perceived preparedness. Furthermore, perceived knowledge appears to be positively associated with perceived preparedness. Findings can inform social work educators’ strategies to increase students’ perceived preparedness to respond to IPV. Specific IPV topics that MSW graduates might be particularly underprepared in are also discussed.
TL;DR: This paper presented a case study that examines a BSW program accredited by the Council on Social Work Education, at a bilingual, private college where 90% of students self-identify as Latinos.
Abstract: Spanish-speaking and culturally sensitive social workers are in high demand throughout the country to work with Latino clients. Latinos currently represent about 11% of active social workers, limiting the capacity of social work to effectively address the needs of the Latino population. Despite this shortage, little attention has been paid to the recruitment and retention of Latinos in social work. This article presents a case study that examines a BSW program accredited by the Council on Social Work Education, at a bilingual, private college where 90% of students self-identify as Latinos. It details how the BSW program builds on the students’ community cultural wealth to ensure continued recruitment and retention of Latino students. Implications for social work education are discussed.
TL;DR: In this paper, the authors describe environmental degradation, including the depletion of natural resources, the distortion of environmental aesthetics, diminished physical infrastructure, and the poisoning of essential environmental resources, including water and air pollution.
Abstract: Environmental degradation, including the depletion of natural resources, the distortion of environmental aesthetics, diminished physical infrastructure, and the poisoning of essential environmental...
TL;DR: The authors examined the phenomenon of microaggressions as experienced by students and perpetrated by students in one of the most ethnically and racially diverse MSW programs in the United States, and found that even where there is great diversity with the percentages in favor of people of color, micro-aggression are strong and persistent.
Abstract: This study examines the phenomenon of microaggressions as experienced by students and perpetrated by students and faculty in one of the most ethnically and racially diverse MSW programs in the nation. Microaggressions are the daily slights, insults, and invalidations experienced by minorities, which are, in essence, subtle forms of racism and discrimination. Students (N=43) completed a questionnaire, providing descriptive and qualitative data on microaggressions targeting race, ethnicity, and other diversity characteristics and environmental microaggressions. Findings indicate that even where there is great diversity with the percentages in favor of people of color, microaggressions are strong and persistent. This study supports the need for more sophisticated multicultural teaching strategies and an increased focus on cultural humility among students and faculty.
TL;DR: In this paper, the authors present a rationale for guided reading of methodological texts and provide an example of primer text and recommended readings for one set of related research methods: randomized experimentation and finite mixture modeling.
Abstract: Social work doctoral education can prepare students to become research scholars whose work has impact by providing and promoting the development of an appropriately sophisticated and diverse research methods tool kit. Students can cultivate their tool kits through course work, mentored research experience, and specialized workshops. The tool kit is best grounded in guided reading of methodological texts—that is, reading methodological texts while conferring with advanced peers, faculty, and research supervisors—which provides essential teaching and experiences to enhance understanding and use. This article lays out a rationale for guided reading and provides an example of primer text and recommended readings to support guided reading for one set of related research methods: randomized experimentation and finite mixture modeling.
TL;DR: The authors infuse financial capability and asset building (FCAB) content into social work, as social work's fight for social and economic justice returns to its historical attention to finances, and faculty are called to infuse FCAB content into the social work curriculum.
Abstract: As social work’s fight for social and economic justice returns to its historical attention to finances, faculty are called to infuse financial capability and asset building (FCAB) content into thei...